FOUNDATIONS AND METHODS OF INTERVENTION PSYCHOLOGICAL
Learning outcomes of the course unit
The course aims at fostering the learning of advanced theoretical knowledge, methodological competences and relational and technical skills necessary to the Psychologist in order to promote interventions in different work contexts: educative, health, social and organizational. The course also means to foster the students’ self-reflexive competence, to favor their independent judgment with respect to different theoretical models and to improve their ability to communicate about the aspects they have investigated and learned.
Knowledges in Developmental Psychology, Social Psychology, Clinical Psychology and Research Methodologies.
Course contents summary
The psychological competence is a multifaceted construct. The psychological intervention presents in fact afferent levels of processes: interpersonal, interpersonal, social, cultural and institutional. The psychological competence can than be represented as a prismatic image whose different sides are interconnected: the technical and the relational competences, the attention to the context, the self-reflexivity and the social responsibility. In this sense, the different elements that are at the base of a psychological intervention (the setting in its different forms, the unfolding of the clinical dialogue, the analysis of the clients' claim, the client-psychologist relationship) will be declined with respect to the development and the implementation of these different and interrelated levels of competence.
Grasso, M., Cordella, B., Pennella, A.R. (2004) Metodologia dell’intervento in psicologia clinica. Roma: Carocci. (except chapters 4th and 5th).
Fruggeri, L. (1998) Famiglie, 2nd part. Roma: Carocci.
Fruggeri, L. (1999) Il modello sistemico. Dalla terapia della famiglia agli interventi in contesti complessi. In O. Codispoti Battacchi, C. Clementel (a cura di), Psicologia Clinica. Roma: Carocci, pp. 73-88.
Caretti, V., Craparo, G., Schimmenti, A. (a cura di) (2013). Memorie traumatiche e mentalizzazione: teoria, ricerca e clinica. Roma: Astrolabio, Capp. 1 (pp. 17-36) e 10 (pp. 169-182).
Grotstein, J.S. (2009). Il modello kleiniano-bioniano. Volume secondo. Applicazioni cliniche. Milano: Raffaello Cortina, 2011. Capp: 1, 2, 3, 4, pp. 5-67.
Ferro, A. (a cura di) (2013) Psicoanalisi oggi. Roma: Carocci. Cap. 4, pp. 175-220.
Ferruta, A. (2018). Esperienze psicoanalitiche. In T. Bastianini e A. Ferruta (a cura di), La cura psicoanalitica contemporanea. Roma: Giovanni Fioriti, pp. 18-36.
Fruggeri, L. (2012) Different levels of psychotherapeutic competence. Journal of Family Therapy, 34, 91-105.
Fruggeri, L. (2014) La competenza psicoterapeutica: un costrutto multicomponenziale. Ricerca Psicoanalitica: Rivista della relazione in Psicoanalisi, 1, 9-21.
ARTICLES AND CHAPTERS WILL BE MADE AVAILABLE IN THE LIBRARY
READINGS WILL BE ALSO SUGGESTED DURING THE COURSE.
In order to encourage the acquisition of the ability to apply this knowledge in professional practice, independent judgment and communication skills, the course will include frontal lessons, group work, vision and analysis of videos, seminars with professional psychologists working in
Assessment methods and criteria
The exam includes a written test of one hour with three open questions assessing the knowledge and skills acquired, the independence of judgment, the ability to communicate and apply the skills to professional practice. Each answer is evaluated from 0 to 10 points (0 = no answer, 2 = serious errors, 4 = response with some errors or conceptual inaccuracy, 6 = sufficient presence of requested content but without critical reworking, 8 = content mastery, good critical re-elaboration and expository clarity; 10 = excellent content accuracy, clear clarity and ability to argue and re-elaborate in a critical way). The overall evaluation, expressed in thirtieths, derives from the sum of the evaluations of the single answers.